5002 - Reading and Language Arts Flashcards
Phonology
encompasses the organization of sounds in language
Vocabulary (semantics)
encompasses both expressive (speaking) and receptive (listening) vocabulary
Morphology
encompasses the smallest units of meaning in words
Grammar (syntax)
is the structure of language and words
Pragmatics
focuses on the social cues or norms in language…this is often referred to as situations in language
Discourse
focuses on speaking and listening skills in language
Phonemic Awareness
- refers to the skills that identify and manipulate sounds in words. When you think phonemic awareness, think sounds only.
- focuses on phonemes/sounds
- spoken language
- mostly auditory
- manipulating sounds in words
Ex. if students are recognizing individual sounds in words or blending sounds in words without having to see the word, it is phonemic awareness
Phonics
understanding the rules of language. Students have to see the letters or words to engage in phonics
- focuses on graphemes/letters and their corresponding sounds
- written language/print
- both visual and auditory
- reading and writing letters according to sounds, spelling, patterns, and phonological structure
Ex. In the word receive, students know the c makes an /s/ sound. They have to look at the letter c and understand that it is followed by an e, i, or y, and therefore, makes an /s/ sound
Semantic Cues
refers to the meaning in language that assists in comprehending texts including words, speech, signs, symbols, and other meaning-bearing forms, involves the learners’ prior knowledge of language
ex. We were so hungry we had a picnic in the park.
- Picnic is a strange word, but the student can use the words hungry and park to figure out the word picnic.
Syntactic Cues
involve the structure of the word as in the rules and patterns of language (grammar), and punctuation, as students read, they use structural cues
ex. The student reads, “Joey sit in class yesterday.”
- In this case, the student mistakes the word sit for sat. Using syntactic cuing, the student will self-correct because the word yesterday indicates there needs to be a past tense verb - sat.
Graphophonic Cues
involve the letter-sound or sound-symbol relationships of language, readers identifying unknown words by relating speech sounds to letters or letter patterns are using this, often called decoding
ex. The student knows that the word make has a long a sound because of the vowel after the k. This is a consonant, vowel, consonant, vowel (CVCV) word.
Prosody
comprises timing, phrasing, emphasis, and intonation that readers use to help convey aspects of meaning and to make their speech lively, includes stopping periods, pausing at commas, reading with inflection, and reading with expression
Automaticity
fast, effortless word recognition that comes with repeated reading practice, when students are reading at >95% accuracy, they have automaticity
Accuracy
the amount of words a student reads correctly
- Typically, accuracy is measured by having students read aloud during a fluency read (also called a running record). The student reads and the teacher marks any words the student miscues
Rate
the speed at which students read words correctly, rate is typically expressed in correct words per minute (wpm)
Critical Thinking
this is multi-step, high-level thinking. students are stretching in their thinking to analyze, evaluate, interpret, and synthesize information to reach a conclusion or make a judgment
Creative Thinking
This requires students to create something by applying their skills. When students apply their skills, they are operating at a high cognitive level
Reflective Thinking
Students look back on and reflect upon their learning process to promote abstract thinking and to encourage the application of learning strategies to new situations
Bloom’s Taxonomy
a hierarchical model used to classify educational learning objectives into levels of complexity and specificity. The higher up the pyramid, the more complex the thinking skills. The skills are represented as verbs on the pyramid
Metacognition
thinking about thinking, when students have metacognition, they understand the processes in their minds and can employ a variety of techniques to understand text
Predicting
asking students what they think will happen next
Questioning
having students ask questions based on what they are reading
Read aloud/think aloud
teacher or student reads and stops to think aloud about what the text means
Summarizing
asking students to summarize what they just read in their own words
Scribbling
random marks or scribbles often occur on a page with drawings, toddlers use the terms drawing and writing to describe their marks; however, 3- and 4-year-olds generally understand the difference between the two
ex. children may say, “This says Tommy!” (child’s own name)
Mock Handwriting or Wavy Scribble
children produce lines of wavy scribbles as they imitate adult cursive writing, children will often pretend they are writing something they have seen their parents write such as a grocery list or a letter
Mock Letters
children attempt to form alphabetic representations, which also often appear in their drawings, writing in this stage is often vertical versus horizontal, children make shapes that resemble conventional letters
Conventional Letters
children begin to write letters, usually from their name or a family member’s name, as children’s mock letters become more and more conventional, real letters of the alphabet begin to appear, children will often create strings of letters across a page and “read” them as real sentences or a series of sentences
Invented Spelling (also known as Approximated Spelling)
children write words using phonemic awareness, the words are not spelled correctly but do resemble the sounds of the words
Ex. invented spelling of the word was may be wuz, or the invented spelling of the word other may be uther
Conventional Spellings
children’s approximated spellings gradually become more and more conventional, the child’s own name is usually written first, followed by words such as mom, dad, and love
- Initially, children may incorrectly copy words. Eventually, words will be written correctly. Adults can support the child’s move to conventional spelling by being patient and by continuing to serve as a good writing model
Opinion/argumentative
writing that persuades or convinces using support, details, and examples from the text in logical order
- In early grades, this is called opinion writing
Informative/explanatory
writing that informs, explains, or tells “how to” without using opinions (just the facts)
Descriptive
writing that describes or helps form a visual picture using sensory details and spatial order
Narrative
a first-person account that tells a story as it happens using sensory details and chronological order
Pre-writing
brainstorming, considering purpose and goals for writing, using graphic organizers to connect ideas, and designing a coherent structure for a writing piece
Drafting
working independently to draft the sentence, essay, or paper
Peer review
students evaluate each other’s writing in the peer review process
Revising
reworking a piece of writing based on structure, tone, and clear connections
Editing
editing based on conventions and mechanics
Rewriting
incorporating changes as they carefully write or type their final drafts
Publishing
producing and disseminating the work in a variety of ways, such as a class book, bulletin board, letters to the editor, school newsletter, or website
Tone
Refers to the overall feeling of the piece of writing. When writing a narrative vs. an opinion, the tone or position may be different depending on the content. The tone will convey a specific attitude toward the audience and the subject
Ex. Pete the Cat by Eric Litwin and James Dean expresses an optimistic tone . Pete the Cat runs into various obstacles but is able to prevail by having a positive attitude
Purpose
refers to the reason for the piece of writing, is the student writing to persuade, to entertain, or to explain?
Ex. If a student is writing her state representative to pass a new law, the student should write a persuasive essay. However, if a student is writing to her grandmother to describe how summer camp is going, the student should write a narrative
Audience
refers to the individuals the writer expects to read the piece of writing, as explained above, a student will write very differently in a letter to her grandmother than she will in a letter to her congressional representative
Parts of Speech
noun, verb, adjective, adverb
Fragments
non-sentences, phrases that do not have a subject and a predicate
Subject verb agreement
The subject and the predicate must agree
Ex. the girl run to the car should be the girl runs to the car
Phonological Awareness
a broad set of skills that includes identifying and manipulating units of oral language - parts such as phonemes in words, syllables, and onsets and rimes
